Applying the Francis-Hunston Model to a one-to-one EFL conversation

Transcription

1 Unverty of Brmngam Centre for Engl Language Stude September 2006 Module 4 Claroom & Spoken Dcoure Applyng te Franc-Hunton Model to a one-to-one EFL converaton by Mcael wane-salovaara Queton SD/05/03 ecord part of a converaton n Engl tat take place n one of te followng tuaton (or mlar), a outlned by Franc and Hunton (Franc, G. and Hunton, S., 'Analyng everyday converaton' n Coultard, 1992: ): caual converaton between frend and famly member cld-adult talk commercal tranacton profeonal ntervew rado pone-n Trancrbe part of your recordng, coong a part n wc tere are farly frequent alternaton of peaker. Make an analy of te trancrbed data, ung te categore propoed by Franc and Hunton (bd. p. 125 and ff.). Preent your analy a Part of your agnment. Comment on ow eay t wa to ft your data to te categore and te uefulne of t knd of analy for undertandng te knd of communcaton you ave analyed. Preent your commentary a Part of your agnment.

2 Module 4 Claroom & Spoken Dcoure Applyng te Franc-Hunton Model to a one-to-one EFL converaton 1.0 ntroducton Te claroom dcoure model et up by Snclar and Coultard place te teacer a te focu, te drector, te ntator of wat goe on n te claroom. To t end te ntaton-repone-feedback (F) excange model (1992:3) tey et up work well wtn t controlled pedagogc ecoytem. One of te dtngung feature of te Snclar-Coultard claroom dcoure model te domnant role te teacer play. However, n te dcoure extract examned for t paper, an EFL converaton leon, te learner take greater ntatve tan wat may be te cae n a typcal claroom a defned by Snclar and Coultard. Conequently, te EFL converaton leon wa examned ung te Franc-Hunton model wc proved to be an effectve tool to dentfy and accommodate a wder array of dcoure component. Alo anoter gnfcant factor n coong te Franc-Hunton model wa te learner tated objectve of developng converatonal kll T paper wll apply te Franc-Hunton model (ee Appendce.1 and.2) to an EFL converaton leon. n te proce of analyng and commentng on te trancrbed data wll alo demontrate tat te category of everyday converaton can be expanded to nclude ome language teacng/learnng tuaton. However, frt want to dcu te callenge n coong te mot approprate model. 1.1 Problem of clafcaton (ee Appendx V) Of te many callenge n preparng t paper wa to determne wc dcoure model to ue. f followed te nomenclature would ave automatcally ued te Snclar-Coultard model becaue te extract wa taken from a teacng/learnng context. However, furter nvetgaton nto te claroom dcoure model began to reveal ome 1

3 gnfcant contradcton. Te mot obvou wa tat te leon led wa n a café over coffee and not a claroom over a lectern. Next wa tat dd not actually lead a muc a facltate te leon; te learner le a tudent and more lke a clent. Were te claroom leon decrbed by Snclar and Coultard (1992:1) reembled a Type A teacer controlled yllabu, te drecton of leon content wa a learner nfluenced Type B yllabu (ee Wte 1988; Yalden 1983). Wen turned to te Franc-Hunton model agan ad to look beyond te nomenclature and ee tat Franc and Hunton were not o muc fxed on everyday converaton a tey were on te flud qualty typcally found n everyday tuaton. Converely, Snclar and Coultard were lookng at a more rgd and predctable dcoure n order to develop ter model. Once could get beyond wat everyday converaton mpled and looked at te contrat wt claroom dcoure t became clear tat te Franc-Hunton model wa te a more effectve tool n revealng te detal of an EFL converaton for everal reaon. Frt, te teacer n t dcoure play a le autortaran role a te knower (Wll, D. 1992). Altoug te teacer tll play a domnate role n leadng te converaton tere more opportunty for te negotaton of role. Toug not n te trancrpt, te learner a ometme uggeted a cange of topc or abruptly canged topc wtout warnng. Second, toug pontanety dered t mportance can be overtated. Conder, for example, converaton at a op, n a doctor offce, or between a cld and parent. Tey uually follow famlar dcoure pattern tat enable a moot excange of nformaton. Even toug te converaton between T and S may be le pontaneou, t not o dfferent from many type of everyday dcoure. Fnally, n term of nner and Outer language te EFL converaton motly Outer rater tan te combnaton of te two common n many claroom (Wll, J. 1992: 162ff). 1.3 Lterature revew Hallday (1961) talked about categorng te teory of grammar wtn a dcoure rank-cale erarcy from te larget, Leon, to te mallet, Act. Later, Scegloff and Sack decrbed adjacency par to expaln ow an utterance can lead to a retrcted lt 2

4 of expected repone uc a greetng-greetng and apology-acceptance (McCarty 1991:120; ee Scegloff, E.A. and Sack, H: 1973 n Jawork and Coupland 1999). Buldng upon te dea tat poken dcoure a an dentfable tructure tat can be analyed Snclar and Coultard (1975) examned te controlled dcoure of te claroom and dentfed F (ntaton, epone, and Follow-up) a te element of tructure realzed by te accompanyng move openng, anwerng, and follow-up. T approac wa later modfed by Coultard and Montgomery (1981) and te move were relabelled a elctng,, and acknowledgng wt te recognton tat bot ntaton and epone can be realzed by an move and epone, and Follow-up can be realzed by an acknowledgng move. (ee Fgure 1). (ntaton) elctng (epone) F (Follow-up) acknowledgng Fgure 1. Te reved relatonp between F and Move clae To account for an utterance tat bot predcted and predctng te element of tructure / (epone/ntaton) wa added (1995: 149). T produced a defnton of an excange: (/) (F n ) Accordng to t defnton only and are neceary to complete and excange. / optonal to allow for two move wtn one excange. F alo optonal and can occur more tan one tme. 3

5 Te cart n Appendce.1 and.2 ow te relatonp between te fve rank (Act, Move, Excange, Tranacton, and nteracton) from mallet to larget baed on te Franc-Hunton model (refer to te cart for greater detal). Tere are 32 Act type lotted nto te poton of pre-ead, ead, and/or pot-ead (ome Act type are lotted nto more tan one poton). Tee 32 Act type realze 8 clae of Move wc are tructured nto F a dcued above. Te 8 clae of Move realze 2 Excange type of wc organatonal furter dvded nto 4 ub-clae realzng Prelmnary and Termnal Tranacton tructure and converatonal nto 6 ub-clae realzng te Medal Tranacton. A Tranacton alo referred to a te converaton topc. Te fnal rank nteracton not a prece a te oter four rank, but can be undertood a te peakng tuaton. 4

6 2.0 Part : Analy 2.1 Data Source Te data ource ued for analy wa a one-to-one EFL converaton leon ad done wt a Japanee bune man (referred to a S ) on 24 Aprl, 2006 n a Oaka cafe. Te leon wa recorded wt a Sony dgtal voce recorder. Te leon telf wa 120 mnute from wc extracted a egment of jut under 8 mnute for analy. Wtn te 120 mnute leon tere were 3 dtnct topc area (Tranacton): Oaka tran; recordng and copyng audo fle; Japanee clacal muc conductor. Te extract taken from te Oaka tran Tranacton typcal of te relatvely g number of excange trougout te wole leon. Te trancrpt contan 865 word wt 471 word poken by T and 394 by S 2.2 ank nteracton Ung te rank cale ued by Franc and Hunton (1992: ) te nteracton a one-to-one EFL converaton leon between myelf, coded a T n te analy, and an Oakan buneman, coded a S. Te excerpt taken from md converaton of te frt of tree topc unt (1992: 140). t wa elected a an example of te relatvely g number of excange tat typcal of t recordng. n regard to te complete recordng te boundary tranacton realzed a P (Prelmnary) and T (Termnal) were not recorded for te practcal reaon tat bot T and S frt meet n te otel lobby and ten proceed to te café for te leon at wc tme te recorder turned on. Te walk from te lobby to te café accompaned by a greetng and pontaneou converaton wc are often mlar to te prelmnare found n a doctor offce (1992:140 referrng to Coultard 1981:14) n tat tey often ave no connecton to te leon converaton telf. Smlarly te lead up to leave-takng 5

7 not recorded a t deal wt leon payment and cedulng wc are not part of te leon proper. However tey do functon a openng and clong tranacton (1992:141) but to record te openng tranacton would be ocally awkward walkng troug a publc pace wt a recordng devce n and. A for te clong tranacton proprety ugget tat te recordng end pror to dcung bune detal Tranacton Te tranacton begn at 9:41 after recordng begn, rougly 12~13 mnute after te ntal greetng. Te topc unt actually a ub-topc unt a t part of a longer dcuon about tran ervce n Oaka. Te analy begn at a paue and fne mdtopc approxmately egt mnute later. Te fn arbtrary, coen for reaon of pace and te uffcent quantty and qualty of te data ample Excange Te number of excange totalled 44 wt T ntatng 34 and S 10 excange. T breakdown mlar to te telepone converaton analyed by Franc and Hunton wt 37 excange n total - Speaker A: 26 excange; Speaker B: 11 excange excludng te openng and clong tranacton (1992: ; alo ee Appendx ). T eem to ndcate tat te dcoure ntator ( T and Speaker A) tended to be te more domnate peaker n term of te number of excange. A for te excange temelve nform wa te mot frequent wt a total of 12 excange (T:8, S:4). Of tee 12 tere were 6 ncomplete nform excange (ee Excange 2, 4, 10, 17, 19, 24) evenly dvded between T and S. T ndcated tat S wa more reponve tat wat mgt be found te claroom decrbed by Snclar and Coultard (1992: 1). Te telepone converaton (1992: ) ow mlar reult wt 10 excange (A:6; B:4). Next wa Clarfy wt 11 excange (T:8; S:3) of wc all but one are realzed by te elctng move. Agan t comparable to te telepone converaton wt 7 excange (A:6; B:1) 6

8 Te lnkng of te one-to-one EFL converaton to te everyday-type telepone converaton meant to ow tat an argument can be made to apply te Franc and Hunton model to a teacng/learnng tuaton. T argument may be weakened by te reult of te oter excange: e-ntaton wt 9 excange (T:6; S:3); Elct wt 7 excange (T:7; S:0); and epeat wt 2 excange (T:2; S:0). Alternatvely te dfference converaton genre may account for te dfference. T queton beyond te purpoe of t paper and wll not be purued any furter. Grouped togeter tee 18 excange (T: 15; S:3) along wt te 11 Clarfy excange ow te domnance of te teacer (T: 23; S: 6). Te comparatve departure perap reflect te caractertc of te dfferent genre and te pecfc converaton temelve Move Te number of move totalled 109 (ee Appendx.1). An examnaton of te dtrbute of act realzng, elctng, and acknowledgng reveal a pattern of domnance accordng to peaker. T own to be te domnant peaker more often becaue realzed by 12 obervaton wc more aggreve tan nformatve becaue t ued to et up an excange by ndcatng to te ltener were te converaton movng (for example lne 96). Te more pave nformatve on te oter and uually te econd of an adjacency par (Sack. n t cae S n te move (15) tended to be led by te more aggreve T (for example lne 55/57, 96/98,150/151). Smlarly te elctng move ow tat T took te ntatve te majorty (71%) of te tme. Agan te ame pattern found wt te acknowledgng move. Altoug tere party, T emerge a te domnant peaker becaue of te ger number of 7

9 termnate act (9). Meanwle S recorded a ger number of receve act (8). Gven tat te dcoure part of a leon between a teacer and an EFL learner te domnance of T not unexpected. t ould be noted tat S wa not entrely pave and dd move te converaton everal tme Act At te rank of act te pattern of T beng te more domnate peaker. Of te 137 act te mot numerou wa nformatve wt 23 occurrence (T:10; S:13). t wa plt between nform (12) and Elct (11) excange (ee Appendce.2 and V). Here te majorty of te occurrence are wt S a nformatve realzng nform tend to play te econd peaker role. At nformatve realzng Elct we can agan ee te relatve pavty of S. Contnung on wt obervaton wt 14 occurrence (T12; S:2) Te domnate peakng role T Summary of Analy Ung te Franc-Hunton model wa effectve n dentfyng T a te domnant peaker toug not excluvely. Gven te context of an EFL leon tat reult wa to be expected. Wat partcularly ueful te applcaton of t data n gudng te learner to be a more complete converatonalt by takng te ntatve. 3.0 Part Comment 3.1 ntroducton to Comment Below are a amplng of te many nteretng pattern, caractertc and dffculte. uc a turn-takng and nterrupton. Partcularly dffcult wa te codng of wat call peaker momentum coupled wt utterance by te econd peaker tat ad eemngly no effect on wat te frt peaker wa ayng. 8

10 3.2 Turn-takng Sack ponted out tat n contrat to pre-allocaton ytem uc a a debate or peec a elf-electng turn-by-turn allocaton ytem tend to produce peakng turn tat are a entence long (Coultard 1985: 64). Settng ade te queton of wat conttute a entence n poken dcoure, epecally converaton, te one-to-one converaton examned for t paper a example of t turn-takng ytem. Of te many turn taken wll glgt two example Turn-takng: elevance Te tranton for excange 12 to excange 13 wa dffcult to code becaue altoug S took turn on cue wat e ad wa not wat Coultard call a relevant next utterance (1985: 62). Wat S ad n lne 47 took me by urpre at te tme e ad t becaue wa expectng a repone drectly connected to wat ad jut ad about my tran lne. However S ad te ntatve and decded a dfferent relevance pckng up on a pont about tran lne. n everyday converaton te queton of relevance not alway clear cut between peaker. n lgt of t ambguty decded to ndcate t ambguty by markng te border between excange 12 and 13 wt a old lne and code excange 13 a bounded re-ntaton elct excange wc reconnect wt wat wa ad early about tran taton. T type of turn-takng not uncommon n a learnng context were te learner buy tnkng about wat to ay and not focued on wat beng ad and tu make a repone out of ync. Smlarly n everyday converaton wen te econd peaker focued on makng a partcular pont /e wll often gnore wat wa jut ad and jump to wat /e want to ay. 42 T: o we don t ave te problem tat you ave were two local tran. ob b e-ntaton S: yea, yea rec 44 T: So m 9

11 45 T: you m local tran and you tnk, a, te next one gong to go ref 46 T: No, you don t ave tat problem on Mdouj. ter pot- (ncomplete) 47 S: Wen arrve pre- b e-ntaton S: wen arrved at platform ob 49 T: mm 50 S: already mne wa comng Turn-takng: Two Ue of orry Te econd example a to do wt te ue of orry. n te frt ntance orry wa ued a a marker to ndcate elf correcton. n lne 34 Excange 9 orry wa ued to amend wat wa jut ad jutfyng te repeat excange. Te econd ntance of orry n lne 41 Excange 11 t wa ued by T to aert frt tarter... rgt to contnue (1985:62). 32 T: &and ometme Abko umm but a uually t alternatng Nakamozu, Tennoj, Nakamozu, Tennoj. Durng te peak perod umm f tey ave an rregular pattern, t alway Tennoj two tran Tennoj. 33 S: a (ncomplete) 34 T: a orry, [11:00] b epeat 9 35 T: Nakamozu. Two tran to Nakamozu. Never two tran n a row& ob 36 S: &mm& 37 T: &to Tennoj& 38 S: &mm& 39 T: &So f& pre- nform (ncomplete) S: &[unclear]& [tre to nterrupt] (ob) () () (ncomplete) T: &Sorry, ter 42 T: o we don t ave te problem tat you ave were two local tran. ob b e-ntaton S: yea, yea rec 10

12 n contrat to lne 34 Excange 9 te ue of orry n lne 100 Excange 26, alo a marker to ndcate elf correcton, wa ued to amend wat te peaker wa about to ay. 100 S: and a (#) wen a (#) nform (ncomplete) 101 S: a orry a m b e-ntaton S wen wen arrved at Morguc taton Late pot- comment At lne 65 aumed S wa fned peakng nce e jut anwered my queton o tarted a new excange. Jut a wa about to make my pont n lne 66 S nterrupted wt a comment (lne 67) tat wa obvouly connected to lat tatement and not to wat wa n te proce of ayng. Ung te telepone converaton coded by Franc and Hunton a an example (ee lne 59-62: 158) encloed lne 67. However, becaue te comment wa added after te man pont wa made felt tat t dd not mert t own excange. ntead labelled t a excange 16b and coded t a f excange 17 dd not ext. 63 T: And te em-expre? ret elctng b Clarfy 16a 64 S: em-expre and a (#) Green and wte. 65 T: Okay, [fallng ntonaton] pre- nform T: caue a & (ncomplete) 67 S: &t very mall. [laug] com pot- nform 16b 3.4 Te n-joke A often te cae wt two peaker wo know eac oter well n-joke become part of te dcoure. n t cae te n-joke refer to a prevou leon. n lne 87 S appeared to fn but wt te quck ncluon of te n-joke e began a new excange coded a re-ntaton wc added to prevou tatement. Te dotted lne ndcate 11

13 t cloe lnkage between te two excange. 86 T: Don t tey make an announcement? n.pr elctng Elct S: Sometme, ometme e ad& rec 88 S: ometme [bot laug] [an njoke] com pot- 89 T: &ometme 90 S: not every tme& b e-ntaton Momentum Te tructure contradct te gudelne for codng dcoure. A wa te cae wt excange 21, t excange a an utterance wc no effect on te momentum of te utterance by S. Altoug te move n lne 129 could ave been coded a (ncomplete) and lne 131 a at b, decded to code all te move wtn te ame excange to mantan te momentum of peaker S. 126 S: o (#) [fallng ntonaton] m nform S: and (#) now (#) pre- 128 S: actually now (#) tmetable very good ob 129 S: but but& qu pot- 130 T: &For now& (ter) () () () 131 S: & ave to ave to be careful. [laug] qu pot- 3.6 ncomplete Utterance Excange 36 preented a problem dfferent tan toe found n excange 21 and 31. Lke excange 21 and 31 peaker S nterrupted T, owever, n t ntance te ntonaton uggeted tat e wa gong to tart a new excange rater tan comment on wat wa ad. To reflect tat ntenton agned t a an ncomplete excange, but not 12

14 encloed. Snce te momentum of peaker T dd not cange and no nformaton wa ared marked excange 37 between dotted lne. A wt excange 31, te codng of excange 38 carre on unnterrupted from excange 36. Smlarly codng t a an nq elctng move at jutfed becaue tere wa no retart or a return. Speaker T contnued a f peaker S ad never made an utterance. T goe agant te gudelne, owever, te lnear nature of te analy doe not alway ealy allow for conformty. n tee cae t eemed tat followng te momentum of te peaker offered a workable oluton. 146 T: a But, [16:00] m elctng Elct T: mean a everal year ago tey canged te cedule pre- 148 S: yea 149 T: only local& (ncomplete) 150 S: &ayy...& (ncomplete) T: wen dd tey cange (#) ow long, two year, tree year? nq elctng Elct S: Two a two two year. Tabun maybe many people wa angry and u Kean [laug] 152 S: Kean needed needed to cange. [laug] com 153 T: yea (#) ter F 4.0 Concluon Some of te dffculte n codng, and ndeed coong te approprate model, can be attrbuted to te uncertanty to wc genre te EFL converaton leon dcoure belong. However, te reult ave own tat te Franc-Hunton model can be appled to ome teacng tuaton, pecfcally leon were te learner a a greater role and opportunty to ntate te converaton and excange lke toe found n a Type B yllabu. Toug Franc and Hunton dd not ntend te model to be ued n an ESL/ EFL context t doe ave applcaton n examnng peaker domnance, fluency, turntakng, nterrupton, clarfcaton, and of nteret to me, ow te reult reflect te learner cultural peakng pattern (.e. takng a le domnant peakng role wen 13

15 peakng wt a teacer). Altoug t not urprng to fnd tat T n te role of teacer played a domnate role, toug not excluvely o, n te converaton, te tated objectve of te learner ugget tat e need to take more ntatve n order to feel comfortable peakng from bot poton. Alo ome ntance of turn-takng ave revealed tat te common EFL learner problem of mng wat wa jut ad and repondng to wat wa ad a few turn prevou. Fnally, from dong te trancrbng and codng can begn to ee n data form wat meant by fluency. On t lat pont want to nvetgate furter n my dertaton. 14

16 eference Coultard, M. (1985) An ntroducton to Dcoure Analy. (2 nd edn.). Harlow: Longman. Coultard, M. (ed.) (1992) Advance n Spoken Dcoure Analy. London: outledge. Coultard, M., Montgomery, M. and Brazl, D. (1981) Developng a Decrpton of Spoken Dcoure. n Coultard, M. and Montgomery, M. (ed.) (1981) Stude n Dcoure Analy. London, Boton, Melbourne and Henley: outledge and Kegan Paul. Franc, G. and Hunton, S. (1992) Analyng everyday converaton. n Coultard, M. (ed.) (1992) Advance n Spoken Dcoure Analy. London: outledge. Hallday, M.A.K. (1961) Categore of te teory of grammar Word 17, McCarty, M. (1991) Dcoure Analy for Language Teacer. Cambrdge: Cambrdge Unverty Pre. Scegloff, E.A., Sack, H. (1973) Openng Up Clong. n Jawork, A. and Coupland, N. (ed.) (1999) Te Dcoure eader. London: outledge. Wte, onald V Te ELT Currculum: Degn, nnovaton and Management. Oxford: Blackwell. Wll, D. (1992) Caugt n te act: ung te rank cale to addre problem of delcacy. n Coultard, M. (ed.) (1992) Advance n Spoken Dcoure Analy. London: outledge. Wll, J.. (1992) nner and Outer: Spoken dcoure n te language claroom. n Coultard, M. (ed.) (1992) Advance n Spoken Dcoure Analy. London: outledge. Yalden, J. (1983) Te Communcatve Syllabu: Evoluton, Degn & mplementaton. Oxford: Pergamon. 15

17 Appendx.1 Franc-Hunton everyday converaton model (organzatonal) cla V Act e.. cla V Move e.. Excange Tranacton nteracton marker (m) framer (fr) gnal () ead () (1) Framng Frame (Fr) 1a Organzatonal boundary marker (m) framer (fr) tarter () gnal () pre-ead (pre-) Prelmnary (P) metatatement, (m) concluon (con) greetng (gr) ummon (um) comment (com) marker (m) tarter () ead () pot-ead (pot-) gnal () pre-ead (pre-) (2) Openng ntaton () 1b Organzatonal () tructurng () greet () ummon nteracton acquece (acq) reply-greetng (re-gr) reply-ummon (re-um) reject (rej) ead () (3) Anwerng epone () Termnal (T) comment (com) pot-ead (pot-) Adapted from Franc. G & Hunton, S (1992) Analyng everyday converaton, n Coultard, M, 1992, Advance n Spoken Dcoure Analy. outledge: London. 16

18 Appendx.2 cla marker (m) tarter () (, v) nqure (nq) (, v) neutral propoal (n.pr) (, v) marked propoal (m.pr) comment (com) prompt (p) marker (m) tarter () V Act () nformatve () () obervaton (ob) b (v) return (ret) b (v) loop (l) b (v) prompt (p) Franc-Hunton everyday converaton model e.. gnal () pre-ead (pre-) ead () pot-ead (pot-) gnal () pre-ead (pre-) ead () V Move cla (4) Elctng (5) nformng e. ntaton () Excange Tranacton nteracton qualfy (qu) comment (com) marker (m) tarter () drectve (d) comment (com) prompt (p) marker (m) tarter () (, v) nqure (nq) (, v) neutral propoal (n.pr) (, v) marked propoal (m.pr) () nformatve () () concur (conc) () nformatve () () concur (conc) termnate (ter) react (rea) endore (end) termnate (ter) react (rea) endore (end) comment (com) prompt (p) marker (m) tarter () receve (rec) () concur (conc) qualfy (qu) comment (com) marker (m) tarter () receve (rec) b (v) return (ret) b (v) loop (l) b (v) prompt (p) () qualfy (qu) () confrm (conf) () reject (rej) () qualfy (qu) () confrm (conf) () reject (rej) () concur (conc) qualfy (qu) comment (com) marker (m) receve (rec) receve (rec) reformulate (ref) protet (prot) comment (com) termnate (ter) marker (m) tarter () receve (rec) () reject (rej) beave (be) comment (com) qualfy (qu) marker (m) receve (rec) receve (rec) reformulate (ref) protet (prot) comment (com) termnate (ter) pot-ead (pot-) gnal () pre-ead (pre-) ead () pot-ead (pot-) gnal () pre-ead (pre-) ead () pot-ead (pot-) gnal () pre-ead (pre-) ead () pot-ead (pot-) gnal () pre-ead (pre-) ead () pot-ead (pot-) gnal () pre-ead (pre-) ead () pot-ead (pot-) gnal () pre-ead (pre-) ead () pot-ead (pot-) gnal () pre-ead (pre-) ead () pot-ead (pot-) (7) Drectng (4) Elctng (5) nformng (5) nformng (6) Acknowledgng (8) Beavng (6) Acknowledgng epone/ ntaton (/) epone () Follow-up (F) 2 Converatonal () elct () nform Adapted by Mcael wane-salovaara (2006) from Franc. G & Hunton, S (1992) Analyng everyday converaton, n Coultard, M, (1992), Advance n Spoken Dcoure Analy. outledge: London. () drect (v) clarfy-bound elct (v) repeat-bound elct (v) re-ntaton-bound elct Medal (M) nteracton 17

19 Appendx : Excange: A comparon of excange between a one-to-one EFL converaton leon and a telepone converaton. Excange EFL converaton telepone converaton Total (T, S) Total (A, B) Total number of excange 46 (33. 12) 37 (26, 11) Converatona l () elct 7 (7, 0) 10 (7, 3) () nform 16 (10, 6) 10 (6, 4) () drect (bound elct) (v) clarfy 11 (8, 3) 7 (6, 1) (v) repeat 2 (2, 0) 4 (2, 2) (v) rentaton 9 (6, 3) 2 (1, 1) Source: (1) EFL converaton - ee Appendx V; (2) telepone converaton - ee p Franc, G. and Hunton, S. (1992) Analyng everyday converaton. n Coultard, M. (ed.) (1992) Advance n Spoken Dcoure Analy. Appendx.1 Move Occurrence Move Lne occurrence Total (T, S) 21 (16, 5) elctng 19 (16, 3) / 2 (0, 2) 42 (23, 19) 26 (16, 10) / 4 (4, 0) 12 (3, 9) 33 (13, 20) acknowledgng 20 (6, 14) F 13 (7, 6) drectng beavng 1 (0, 1) 18

20 Appendx.2 Act Occurrence accordng to Move Move Move Total (T, S) 42 (23, 19) elctng 21 (16, 5) Act T Act S m 5 m rec -- rec ob 12 ob 2 rej 1 rej -- com 1 com 6 qu qu 1 m 3 m ret 7 ret 3 nq 5 nq 1 n.pr 2 n.pr 1 p 1 p -- m 2 m -- rec 2 rec 9 ref 3 ref 2 acknowledgng 33 (13, 20) prot 1 prot -- rea 1 rea 4 ter 8 ter 4 com -- com 2 beavng 1 (0, 1) be -- be 1 19

21 1. Act (total 152) Label abbr. Occurrence T lne # S lne # framer fr marker m 13 (10, 3) tarter elctng (4, 1) (11, 3) metatatement m concluon con acquece aqu greetng gr reply-greetng re-gr ummon um reply-ummon re-um nqure nq 6 (5, 1) neutral propoal n.pr 3 (1, 2) marked propoal m.pr return ret 10 (7, 3) loop l prompt p 1 (1, 0) 82 obervaton ob 14 (12, 2) (2, 6) nform / (1, 0) 144 nformatve (1, 2) (0, 1) Elct / (2, 0) (4, 4) concur conc confrm conf qualfy qu 1 (0, 1) 131 reject rej 1 (1, 0) 19 termnate ter 12 (8, 4) receve rec acknow. (0, 9) F (2, 0) react rea 5 (1, 4) reformulate ref 5 (3, 2) endore end protet prot 1 (1, 0) 141 drectve d beave be 2 (0, 2) comment com 10 (1, 8) engage 18 (8, 10)

22 Appendx Act Label Label framer abbr. fr ealzed by... a cloed cla of tem: () OK, (all) rgt, anyway and ter varant, were te tem precede an excange-ntal move ead ( anyway may alo be embedded n a move ead); () well, now, good and ter varant, were te tem precede an excange-ntal move ead and ad wt g key fallng ntonaton followed by lent tre. marker m te ame cloed cla of tem a fr: () OK etc. were te tem precede a non-excange-ntal move ead; () well etc. (alo o, er(m), and look ) were not ad wt g key fallng ntonaton. tarter tatement, queton, command or moodle tem. metatatement m tatement, queton or command. concluon con a tatement or queton often wt anaporc reference. acquece acq ye and oter tem ndcatng aent, bot verbal and non-verbal. May be realzed by lence, nterpreted a a default mecanm wereby falure to protet (rej) an ndctaon of acquecence. greetng reply-greetng ummon replyummon gr re-gr um re-um a cloed cla of tem wc form te frt-par part of te adjacency par ued n te rtual of greetng and leave-takng: ello,, good mornng, (good)bye(-bye), ave a nce/good day, be eeng you and ter varant. a cloed cla of tem wc form te econd-par part of te adjacency par ued n te rtual of greetng and leave-takng: ello,, good mornng, (good)bye(-bye), fne tank )and you), tank you, ame to you, yea ee you, and ter varant. te rngng of te telepone, a knock at te door, etc., or te callng of omebody name. te tem ued to anwer a telepone ( ello, te gvng of one number, etc.) or te door (openng t, callng come n, etc.) or by ye, wat? and oter ndcaton of attenton (bot verbal and non-verbal) gven upon earng one name called. nqure nq queton wc eek nformaton a oppoed to a ye or no anwer,.e. w-queton and ellpted form of tee. neutral propoal n.pr queton wc eek a ye or no anwer,.e. queton begnnng Do you, Are you, etc. and ellpted form tee. ealzaton and Functon ealze... Wen t precede an m or con t realze te pre-ead of an openng move n a Structurng excange; wen t precede any oter excange-nttal move ead t realze te ead of a framng move n a Boundary excange. te gnal element of all move. te pre-ead of an openng, anwerng, elctng,, drectng or beavng move. te ead of an openng move n a Structurng excange. te ead of an openng move n a Structurng excange. te ead of an anwerng move n a Structurng excange. te ead of an openng move n a Greet excange. te ead of an anwerng move n a Greet excange. te ead of an openng move n a Summon excange. te ead of an anwerng move n a Summon excange. te ead of an elctng move except at b n Clarfy and epeat excange. te ead of an elctng move. except at b n Clarfy and epeat excange. Functon to mark boundare n te converaton, were uc an nterpretaton content wt conderaton of topc. to mark te onet of a move to provde nformaton about or drect attenton toward te act realzng te move ead. to tructure te converaton propectvely n ome way, and to obtan a warrant for dong o. to te up a partcular topc, and to obtan a warrant for dong o. to provde a warrant for a uggeton a to propectve (m) or retropectve (con) tructurng made by te oter partcpant n a two-party converaton. elf-explanatory. elf-explanatory. to engage anoter partcpant n a converaton or to attract /er attenton. to ndcate wllngne to partcpate n a converaton, or tat one gvng one attenton. to elct nformaton. to elct a decon between ye and no. Example

23 l Appendx Act Label (cont.) Label marked propoal abbr. m.pr ealzed by... queton wc eek a ye or no anwer, were te form of te queton ndcate te polarty of te expected anwer,.e. queton begnnng Don t you, Aren t you, etc. t alo realzed by declaratve ad wt quetonng ntonaton and declaratve followed by tag queton. return ret queton, often ellpted. loop a cloed cla of tem: pardon, wat, e, agan, and ter varant, ad wt rng ntonaton. prompt p a cloed cla of tem: a (wt rng ntonaton), come on, go on gve me and anwer, gue and ter varant. obervaton ob tatement. nformatve tatement or by ye and no tem and ter varant, bot verbal (e.g. (don t) tnk o ) and non-verbal (e.g. nod and ake of te ead). concur conc low or md key ye and no tem, and ter varant, bot verbal and non-verbal; or by repetton or paraprae. confrm conf g key ye and no tem and ter varant, bot verbal and nonverbal; or by repetton or paraprae. qualfy qu qualfed tatement or by tentatve ye and no tem (were tentatvene ntonatonally gnalled) and ter varant, bot verbal ( to ome extent ye, no not really, well uppoe o (not), etc.) and non-verbal (e.g. ruggng te oulder). reject rej tatement or by ye or no tem and ter varant, bot verbal and non-verbal. May alo be realzed by lence, nterpreted a a default mecanm wereby falure to upply a re-gr, re-um,, conc, qu or approprate be an ndcaton of rejecton. ealzaton and Functon ealze... te ead of an elctng move. except at b n Clarfy and epeat excange. te ead of an elctng move at b n a Clarfy excange. te ead of an elctng move at b n a epeat excange. te ead of an elctng move at b n a e-ntaton excange or te pot-ead of any oter elctng move, or te pot-ead of a drectng move. te ead of an move at (nform excange) te ead of an move at (nform excange); or at / or (Elct excange) were te ead of te elctng move at or / realzed by eter nq or n.pr. te ead or pot-ead of an move at / or (Elct excange) were te ead of te elctng move at or / realzed by m.pr. te ead of an move at / or (Elct excange) were te ead of te elctng move at or / realzed by m.pr. te ead of an move at / or (Elct excange) were te ead of te elctng move at or / realzed by n.pr or m.pr; or te pot-ead of an anwerng, or beavng move. te ead of an anwerng move n a Structurng, Greet or Summon excange: or te ead of an move at / or (Elct excange): or te pre-ead of a beavng move n a Drect excange. Functon to elct agreement. to eek clarfcaton of a precedng utterance. to elct te repetton of a precedng utterance wc wa not clearly eard. to renforce te pont of a precedng utterance, weter t wa to elct an, a conc (etc.) or. a be. Wen t realze a move-ead, t follow a lence on te part of B to offer nformaton wc already part of te ared knowledge of te partcpant n te converaton. n oter word t a a predomnantly patc functon. to upply nformaton or to gve a decon between ye and no. to gve agreement. to gve or aert agreement. to qualfy a decon or an agreement by ndcatng tat t polarty not uncondtonal, or to detal condton and excepton. to refue to aquece to a uggeton a to te tructurng of te converaton; or to refue to gve an approprate anwer to a gr or a um, or to reject te underlyng preuppoton of an nq, n.pr or m.pr; or to ndcate unwllngne to comply wt a d. Example

24 Appendx Act Label (cont.) Label abbr. ealzed by... termnate ter low key ye and no tem, and ter varant, bot verbal and nonverbal; or by low key repetton. receve rec md key ye and no tem, and ter varant, bot verbal and nonverbal; or by md key repetton. react rea g key ye and no tem and ter varant, bot verbal and nonverbal; or by g key repetton. reformulate ref tatement wc paraprae a precedng utterance. endore end tatement or moodle tem. protet prot tatement or ye or no tem and ter varant. drectve d command. beave be acton. comment com tatement. engage mm, yea and low or md key ecoe. ealzaton and Functon ealze... te ead and/or pot-ead of an acknowledgng move at and/or F. te ead or pre-ead of an acknowledgng move at and/or F; or te pre-ead of an move at (Elctng excange); or te pre-ead of a beavng move. te ead of an acknowledgng move at and/or F. te ead of an acknowledgng move at and/or F. te ead of an acknowledgng move at and/or F. te ead of an acknowledgng move at and/or F. te ead of a drectng move. te ead of a beavng move. te pot-ead of all move except framng. Doe not realze any element of move tructure (ence t alway appear n parentee n te act column of an analy). Functon to acknowledge a precedng utterance and to termnate an excange (altoug t may be followed by furter acknowledgng move). to acknowledge a precedng utterance or (a pre-ead) to ndcate tat te approprate, be, etc. fortcomng. to ndcate potve endorement of a precedng utterance. to acknowledge a precedng utterance or offer a reved veron of t. to offer potve endorement of, ympaty wt, etc. a precedng utterance ( good dea, you poor tng, well never, very nteretng, etc.). to rae an objecton to a precedng utterance; t acknowledge te utterance wle dputng t correctne, relevance, appropratene, te partcpant rgt to ave uttered t, or anytng ele. to requet a non-verbal repone,.e. an acton. to provde a non-verbal repone to a precedng d, weter t nvolve complance, non-complance, or defance. to exemplfy, expand, explan, jutfy, provde addtonal nformaton, or evaluate one own utterance. t functon to provde mnmal feedback wle not nterruptng te flow of te oter partcpant utterance. Example

25 Appendx V: Excerpt of a one-to-one EFL converaton leon Key to ymbol paue le tan 1 econd (#) paue 1 econd or longer & nterrupted, nterruptng, or overlappng tart or fn! lence or no verbal repone Japanee word are n talc e.g. o, tabun Te followng an excerpt n md converaton about tran n Oaka Cty. Te teacer T and te tudent S. Total tme: 7 mnute 59 econd [09:41-17:40] lne of dalogue act e.. move e.. excange ex # tr # [paue] [09:41] T: Okay yea, T: te Mdouj very convenent. S: And very mple. T: Very mple. T: Uually a every econd tran goe to te end of te lne. S: mm-mm T: Umm... T: Sometme durng a peak perod S: Peak? T: Peak perod. S: Peak... S: A yea yea, know! [10:00] S: And a Na... for Nakatu and for Sn-Oaka for Sn-Kanaoka for Sn Tennoj T: a... T: Peak perod? S: Peak area. S: No? T: No, no, peak perod, S: peak per... a T: t tme. a perod of tme S: Ha, a, a m ob ref rec com ter m ob ret m com ret n.pr rej rec ref ter pot- pot- pre- pre- elctng elctng elctng F F b b / / F F nform nform (ncomplete) Clarfy nform (ncomplete) Clarfy T: So T: mornng ru our and a evenng ru our. Tey ave& S: &[unclear] troug? T: Well T: tey ave more tran& S: &yea, yea, yea ob ret rea pre- pre- elctng b b F e-ntaton (ncomplete) Clarfy T: and a o T: uually t a lke gong out, t a Tennoj, or& S: &yea, yea& T: &and ometme Abko umm but a uually t alternatng Nakamozu, Tennoj, Nakamozu, Tennoj. Durng te peak perod umm f tey ave an rregular pattern, t alway Tennoj two tran Tennoj. S: a T: a orry, [11:00] T: Nakamozu. Two tran to Nakamozu. Never two tran n a row& S: &mm& ob ob pre- b b e-ntaton (ncomplete) epeat

26 Appendx V: Excerpt of a one-to-one EFL converaton leon (cont.) lne of dalogue act e.. move e.. excange ex # tr # 36 S: &mm& 37 T: &to Tennoj& 38 S: &mm& T: &So f& S: &[unclear]& [tre to nterrupt] T: &Sorry, T: o we don t ave te problem tat you ave were two local tran. S: yea, yea T: So T: you m local tran and you tnk, a, te next one gong to go T: No, you don t ave tat problem on Mdouj. S: Wen arrve S: wen arrved at platform T: mm S: already mne wa comng T: mm S: but a forgot forget to ceck a wat knd of tran T: mm yea S: and made a mtake. T: Wat colour te local tran? S: a tran yea, yea S: tran lne colour te ame, but orange& T: &Yea T: tere a gn on te tran. T: Wat colour tat? S: A colour mm... [12:00] S: black and wte T: And te em-expre? S: em-expre and a (#) Green and wte. T: Okay, [fallng ntonaton] T: caue a & S: &t very mall. [laug] T: alway fnd t very confung wen ave to cange dfferent tran lne S: mm T: So te a Kntetu, wc wa on t mornng, blue. t te local. S: yea, yea T: But on te a (#) Kean t a black and wte. S: yea, yea T: And green te ame. Tey alo ave orange. But on te Knte on te Kean t red. [fallng ntonaton] S: But but n (#) S: n many cae a (#) about Japanee tran T: mm S: f wen wa nde te tran [13:00] T: mm-m S: We can could not could not u know a wat knd of a type wat knd of type (#) T: Or, T: don t know wat tran. S: Wat type of tran T: Or wat tran you re on. (ob) ter ob rec m ref ter ob com nq m nq ret com m ob m p ref ref pre- () pot- pre- pot- pre- pre- pre- pre- pot- pre- () elctng elctng elctng elctng b b b b b b F nform (ncomplete) (ncomplete) e-ntaton (ncomplete) e-ntaton Elct (ncomplete) Clarfy Clarfy nform (ncomplete) nform e-ntaton nform (ncomplete) Clarfy a 17 16b S: mm 86 T: Don t tey make an announcement? n.pr elctng Elct S: Sometme, ometme e ad& S: ometme [bot laug] [an n-joke] T: &ometme rec com pot- 25

27 Appendx V: Excerpt of a one-to-one EFL converaton leon (cont.) lne of dalogue act e.. move e.. excange ex # tr # T: &ometme S: not every tme& T: &um& [aborted nterjecton] b e-ntaton S: &becaue becaue too too many taton bult n Kean lne com pot T: Well... [md key] T: Well [g key] T: gue f you go by te tme T: you get to te next taton, you know, Okay t a local. S: And, yea, (#) S: o, ave (#) ave cecked a (#) n te tran [14:02] T: mm S: and a (#) wen a (#) S: a orry a S wen wen arrved at Morguc taton T: mm-m S: a (#) earced a (#) to ee outde to ee t tran [laug] my tran wat my tran? Sometme ceck ter m ob rec m pre- pre- b nform nform (ncomplete) e-ntaton T: mm T: aven t ad a uc problem. T: But a now T: before you told me T: t te lat everal year S: mm-m T: te trd cedule cange? S: trd cedule cange? T: on te Kean lne& S: &yea yea T: So, T: before t wa em-expre and local all day, [fallng ntonaton] S: mm yea T: and ten tey cut te em-expre, [fallng ntonaton] S: yea T: and now tey ve put back S: yea T: te em-expre? [fallng ntonaton] S: yea... [15:00] T: Tat frutratng! S: [laug] Yea, m ter m n.pr ret ter ret rec ret rec ret rec ter ter pre- pre- elctng elctng elctng elctng elctng b / b b b F F Elct (ncomplete) Clarfy Clarfy Clarfy Clarfy S: o (#) [fallng ntonaton] m nform S: and (#) now (#) S: actually now (#) tmetable very good S: but but& T: &For now& S: & ave to ave to be careful. [laug] T: mm T: And maybe n two year t ll cange agan. S: a o S: Yea yea yea (#) S: a o (#) Untl lat one wa angry [laug] ob qu (ter) qu ob rec rea com pre- pot- () pot- pre- pre- pot- () () nform T: How long dd tey ave te old cedule? S: Old cedule? T: Yea S: Every ten mnute. T: No, nq nq prot elctng elctng / / F Elct 33 26

28 Appendx V: Excerpt of a one-to-one EFL converaton leon (cont.) lne of dalogue act e.. move e.. excange ex # tr # T: No, T: ow long& S: Local tran comng for every& T: &every ten mnute& S: &every ten mnute T: a But, [16:00] T: mean a everal year ago tey canged te cedule S: yea T: only local& S: &ayy...& T: wen dd tey cange (#) ow long, two year, tree year? S: Two a two two year. Tabun maybe many people wa angry and u Kean [laug] S: Kean needed needed to cange. [laug] T: yea (#) T: Tey canged, wat, t weekend, or Aprl? S: a (#) Aprl t weekend S: no no no lat lat weekend (#) 16 t. T: Tat trange, not Aprl 1 t S: [laug] T: uually everytng Aprl 1 t. S: Aprl [laug] 15 t & T: &16 t S: yea S: Kean lne alway very trange. T: Well, T: t rae an nteretng queton: T: Wc tran lne not trange? [17:00] S:! T: Wc tran lne not trange? S: A (#) [uncertan] T: And before T: we talked about Hankyu taff a are very trange.& S: &[laug]& T: &Kntetu very trange know tat, tey re never on tme. S: tnk (#) S: te (#) te (#) te (#) te mot normal (#) tnk a (#) tat te mot normal a (#) Mdouj Lne. T: mm yea, prot ret () m nq com ter nq com rea ter ob ret rea com m ob be ob ob be rec rea rec () pre- pot- pot- pre- pre- pre- pre- elctng () elctng elctng elctng elctng beavng F b (/) F F F b b b F epeat (ncomplete) nform Elct (ncomplete) (ncomplete) Elct Elct nform Clarfy nform re-ntaton (ncomplete) re-ntaton T: tnk o. [17:40] -End of Analy- ter 27

29 Appendx V: Trancrpt At a café at te Toyo Hotel Oaka May 24, 2006 [paue] [09:41] T: Okay yea, te Mdouj very convenent. S: And very mple. T: Very mple. Uually a every econd tran goe to te end of te lne. S: mm-mm T: Umm... Sometme durng a peak perod S: Peak? T: Peak perod. S: Peak... A yea yea, know! And a Na... for Nakatu and for Sn-Oaka for Sn-Kanaoka for Sn Tennoj [10:00] T: a... Peak perod? S: Peak area. No? T: No, no, peak perod, S: peak per... a T: t tme. a perod of tme S: Ha, a, a T: So mornng ru our and a evenng ru our. Tey ave& S: &[unclear] troug? T: Well tey ave more tran& S: &yea, yea, yea T: and a o uually t a lke gong out, t a Tennoj, or& S: &yea, yea& T: &and ometme Abko umm but a uually t alternatng Nakamozu, Tennoj, Nakamozu, Tennoj. Durng te peak perod umm f tey ave an rregular pattern, t alway Tennoj two tran Tennoj. S: a T: a orry, Nakamozu. Two tran to Nakamozu. Never two tran n a row& [11:00] S: &mm& T: &to Tennoj& S: &mm& T: &So f...& S: &[unclear]& [tre to nterrupt] T: &Sorry, o we don t ave te problem tat you ave were two local tran. 28

30 S: yea, yea T: So you m local tran and you tnk, a, te next one gong to go No, you don t ave tat problem on Mdouj. S: Wen arrve wen arrved at platform T: mm S: already mne wa comng T: mm S: but a forgot forget to ceck a wat knd of tran T: mm yea S: and made a mtake. T: Wat colour te local tran? S: a tran yea, yea tran lne colour te ame, but orange& T: &Yea tere a gn on te tran. Wat colour tat? S: A colour mm... [12:00] S: black and wte T: And te em-expre? S: em-expre and a θ Green and wte. T: Okay, caue a & S: &t very mall. [laug] T: alway fnd t very confung wen ave to cange dfferent tran lne S: mm T: So te a Kntetu, wc wa on t mornng, blue. t te local. S: yea, yea T: But on te a θ Kean t a black and wte. S: yea, yea T: And green te ame. Tey alo ave orange. But on te Knte on te Kean t red. S: But but n θ n many cae aθ about Japanee tran T: mm S: f wen wa nde te tran [13:00] T: mm-m S: We can could not could not u know a wat knd of a type wat knd of type θ T: Or, don t know wat tran. S: Wat type of tran T: Or wat tran you re on. S: mm T: Don t tey make an announcement? S: Sometme, ometme e ad& 29

31 T/S: ometme [bot laug] [an n-joke] S: not every tme& T: &um& [aborted nterjecton] S: &becaue becaue too too many taton bult n Kean lne T: Well... Well gue f you go by te tme you get to te next taton, you know, Okay t a local. S: And, yea, θ S: o, ave θ ave cecked a θ n te tran [14:02] T: mm S: and a θ wen a θ a orry a wen wen arrved at Morguc taton T: mm-m S: a θ earced a θ to ee outde to ee t tran [laug] my tran wat my tran.?sometme ceck T: mm aven t ad a uc problem. But a now before you told me t te lat everal year S: mm-m T: te trd cedule cange? S: trd cedule cange? T: on te Kean lne& S: &yea yea T: So, before t wa em-expre and local all day, S: mm yea T: and ten tey cut te em-expre, S: yea T: and now tey ve put back S: yea T: te em-expre? S: yea... [15:00] T: Tat frutratng! S: [laug] Yea, o θ and θ now θ actually now θ tmetable very good but but& T: &For now& S: & ave to ave to be careful. [laug] T: mm And maybe n two year t ll cange agan. S: a o Yea yea yea θ a o θ Untl lat one wa angry [laug] T: How long dd tey ave te old cedule? S: Old cedule? T: Yea S: Every ten mnute. 30

32 T: No, ow long& S: &Local tran comng for every& T: &every ten mnute& S: &every ten mnute. T: a But, mean a... everal year ago tey canged te cedule [16:00] S: yea T: only local& S: &ayy...& T: &wen dd tey cange θ ow long, two year, tree year? S: Two a two two year. Tabun maybe many people wa angry and u Kean [laug] Kean needed needed to cange. [laug] T: yea θ Tey canged, wat, t weekend, or Aprl? S: a θ Aprl t weekend no no no lat lat weekend θ 16t. T: Tat trange, not Aprl 1t S: [laug] T: uually everytng Aprl 1t. S: Aprl [laug] 15 t & T: &16t S: yea Kean lne alway very trange. T: Well, t rae an nteretng queton: Wc tran lne not trange? [17:00] S: θ T: Wc tran lne not trange? S: A θ [uncertan] T: And before we talked about Hankyu taff a are very trange.& S: &[laug]& T: &Kntetu very trange know tat, tey re never on tme. S: tnk θ S: te θ te θ te θ te mot normal θ tnk a θ tat te mot normal a θ Mdouj Lne. T: mm yea, tnk o. [17:40] -End of Trancrpt- 31

33 Appendx V Due to te dffculty of catagorng te trancrbed dcoure a eter claroom dcoure or everyday dcoure requeted and receved permon to go omewat beyond wat requred by te queton. n te end decded tat dd not ave to tray too far from te agned queton. dd, owever, abandon te Snclar-Coultard model n favour of te Franc-Hunton model. Below a copy of te emal excange between myelf and Ncola Groom were e gve me permon to go beyond te requrement of te queton. All data wc may dentfy me ave been replaced wt aterk *** and rrelevant data replaced wt [ ]. Emal 1: equet From: *** <***@*mal.com> Maled-By: *mal.com To: Ncola W Groom <n.w.groom@bam.ac.uk> Date: Jun 18, :33 PM Subject: Queton About Spoken Dcoure paper Nck, am wonder wc module queton to anwer [See module queton at te end of t emal]. One baed on Franc and Hunton' 'Analyng everyday converaton', and te oter an analy of claroom Engl. Te problem tat may ave put myelf nbetween tee two. ave trancrbed a one-to-one leon wt a Oakan buneman. Wle tecncally t a "claroom" leon, t doe not follow te uual claroom dcoure pattern outlned by Snclar and Coultard. On te oter and, even toug mot leon can be called "free convertaon", t doe not ft wtn Franc and Hunton' crtera eter. t a bt of a ybrd borrowng pattern from bot. For example, we pend mnute dcung te tudent' frutraton wt te cangng tmetable of tran lne (an everyday converaton). However, neter of u n any oter context would mot lkely not pend te tme on uc a banal topc (a claroom dcuon). But bot of u are wllng to play our role a teacer & tudent becaue out purpoe to mprove Engl peakng kll. My ene to go te Snclar and Coultard route and ten add a ecton on Franc and Hunton. [ ] Ceer, *** 32

34 [ ] SD/05/03 ecord part of a converaton n Engl tat take place n one of te followng tuaton (or mlar), a outlned by Franc and Hunton (Franc, G. and Hunton, S., 'Analyng everyday converaton' n Coultard, 1992: ): caual converaton between frend and famly member cld-adult talk commercal tranacton profeonal ntervew rado pone-n Trancrbe part of your recordng, coong a part n wc tere are farly frequent alternaton of peaker. Make an analy of te trancrbed data, ung te categore propoed by Franc and Hunton (bd. p. 125 and ff.). Preent your analy a Part of your agnment. Comment on ow eay t wa to ft your data to te categore and te uefulne of t knd of analy for undertandng te knd of communcaton you ave analyed. Preent your commentary a Part of your agnment. SD/05/04 ecord one of your (or a colleague') Engl clae, and trancrbe part of your data. Make an analy of te trancrbed data, ung Snclar and Coultard' model, at te level of excange, move and act (Snclar, J. and M. Coultard, Toward an analy of dcoure: te Engl ued by teacer and pupl. Oxford: OUP 6). Comment on ow eay/dffcult t wa to ft your data to te categore and te uefulne of t knd of analy for undertandng claroom communcaton. <end of emal> ========================================================== Emal 2: eply From: Ncola W Groom <n.w.groom@bam.ac.uk> Maled-By: bam.ac.uk To: *** <***@*mal.com> Date: Jun 20, :25 AM Subject: E: Queton About Spoken Dcoure paper H *** ee wat you mean. would agree wt you tat t would probably be bet to go for te S/C one (wt H/F brougt nto te dcuon later), altoug you could n fact do eter queton, and pont out tat te data you are workng wt do not qute ft nto eter category - caual converaton or claroom dcoure n te conventonal ene. Watever you decde to do, you ould make t clafcatonal problem an explct part of te dcuon - t an nteretng pont n telf tat you are workng wt a dataet tat croe conventonallyrecogned boundare - and t n turn rae te queton of ow common uc border dcoure really ( upect muc more common tan currently recogned n dcoure reearc), and tu callenge te valdty of te categore temelve. (Tey are of corue vald n general term, but your data ow tat te boundary between tem dtnctly fuzzy). 33